Browsing by Author "Bui, Danica"

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A Community-Based Exploration on the Impacts of Land-Based Learning in an Urban Indigenous Community
(University of Waterloo, 2024-12-20) Bui, Danica
Background Connection to the Land is essential for Indigenous Peoples’ health and well-being. Indigenous Food Sovereignty works towards regaining control over traditional food systems. There is a need for sustainable, Indigenous-specific, and accessible urban community Land-based practices. Done in partnership with White Owl Native Ancestry Association (WONAA) and the Wisahkotewinowak Collective (WC), four seasonal Land-based learning events were held. Each event involved a workshop, meal, and gathering at the University of Waterloo’s North Campus Community Gardens. Aims Guided by the interests of project partners, WONAA and WC, the overall purpose of this thesis is to explore and evaluate the impacts of Land-based learning on the local Indigenous and university communities and the PEG project’s effectiveness in establishing networks to facilitate ongoing research and learning to establish a permanent Land-based learning space on campus. The overarching research questions that guided the research are: 1. What are participants’ and facilitators’ perceptions of the Land-based engagement process? 2. What is the effectiveness of Land-based workshops in identifying and prioritizing collaborative Land-based opportunities for learning and research? 3. To what extent can the seasonal workshops establish a local network to facilitate ongoing research and learning in support of the development of an urban Indigenous Land-based learning space on the UW campus? Methods Appreciative Inquiry and Community-Based Participatory Research approaches were used for this thesis. Following each of the events, participants and project collaborators were recruited to participate in interviews. The data for this evaluation was collected through 17 semi-structured interviews with project collaborators and community partners (n=6), urban Indigenous community members (n=6), Indigenous youth and students (n=2), and UW staff (n=3), two focus groups with WONAA and WC staff members (n=5) that were involved with the workshops, and a document review. Reflexive thematic analysis was completed using NVivo for the interview and focus group transcripts, and the documents were analyzed to determine if the budget and timelines were met. Results Overall, participants, collaborators, and facilitators of the Land-based learning events had positive perspectives of establishing a Land-based learning space on campus. The three key themes from the interviews about the Land-based learning events and their potential for building connections to establish a permanent Land-based learning space include: (1) participants’ growing support of Land-based learning (2) creating connections and building relationships and (3) institutional support and project sustainability to support of the development of a permanent urban Indigenous Land-based learning space. The findings from the outcome evaluation, including the interviews, focus group, and documents reflect these themes and include (1) workshop feedback (2) project partners' goals, and (3) identifying opportunities to move forward. These findings show that the community, including project partners, participants, and collaborators, found the Land-based learning events to be a welcoming and positive experience that should become integrated into university curricula to support the university and local community. Conclusion Participants enjoyed the Land-based learning events and supported the establishment of a permanent Land-based learning space at the North Campus Community Gardens. Attending the events and being involved in the project generated ideas for learning and research opportunities, with many participants sharing future workshop ideas and identifying ways to integrate Land-based curricula and research opportunities. The events also connected the local urban- Indigenous community to the university community and helped to strengthen pre-existing relationships between the attendees. Through these connections, the desire for the North Campus Community Garden to become a space for Indigenous learning, teaching, and research, strengthened. Overall, the interview and focus group participants had positive perspectives of the events and the establishment of a permanent Land-based learning space at the North Campus Community Gardens, shared that Land-based learning was a need in the urban Indigenous and university community, and emphasized that further support from UW, longer-term funding, and physical and social infrastructure was needed for the project’s sustainability.